Investigative report 2000 words
Assignment 2 – Project Outline Project Overview and Rationale Relates primarily to: Criteria 1: clear project planning focus on place, cultural identity and environment. Distinction: Clear professional and detailed analysis of place, cultural identities and the environment. Demonstrates clear links to BOSTES/EYLF and incorporates a range of experiences to meet these. UNITS OF WORK OVERVIEW AND RATIONALE: This unit of work is based on the main question “Is the Sea Safe?” and it is established on Tim Winton’s book “Blueback”. The reason for formulating this project was because the environmental issues are not as widely discussed in preschools or in early childhood settings (Davis, & Elliot, 2003) and so children are oblivious of the environmental issues. As responsible citizens children should acquire knowledge and participate in enhancing sustainability (Australian curriculum assessment and reporting authority, 2012). This book depicts his passion and interest for the environment and can be easily related to as it is situated in Western Australia. The concept of sustainability is reflected in his work and similarly in this project. This book is apt for all ages but is specifically beneficial for year 5-6. Student has provided an overview of the book, where it is set and what it is about – clear & concise. Another aim of this project was to to make children aware of the impact of human activities on environment (DEEWR, 2009, p 29) and develop their inquisitiveness about the world around them (BOSTES). It is well portrayed in the novel through the lifestyle of Abel and his mother who survived without McDonalds, shopping complexes, light, computer and only fishing for their meals and not for commercial purpose, taking care of the land by giving them back what they took from it. Student has clearly identified intent to teach children about human impact on the environment. Tim Winton believes that indigenous interaction with the environment is about treating the environment as a being and not as an object. Focus on friendlier fishing methods used by aboriginals over the modern is also depicted in the book, this is where the history curriculum centralizing on aboriginal’s relation with sea is honed in (see appendix1, fig1). Various activities such as diving, snorkelling and scuba diving is also mentioned which is a part of study of human society. Acknowledges Aboriginal & Torres Strait Islander historic practices for fishing Children divulge in learning through a range of texts such as spoken, digital and visual through the activities in this unit of work. Cutter – Mackenzie (2003, p. 191-192) believe that children should be able to learn which is far more important than the content. This project is taught intentionally through the use of both modelled play and open ended play (Edwards et al 2010). We are all aware that children’s time is consumed either indoors or at school (Elliot & Davis, 2009; Gill, 2004, Sobel, 2005) and so they have been distanced from the environment. Therefore, through some of the activities in this project I have highlighted the need for children to respect environment and advocated outdoor play (Elliott & Davis, 2009). Discussion is supported by appropriate referencing, theoretical approaches and in a range of mediums. I am a strong proponent of including children’s interests into the curriculum and since fishing is usually the favourite pastime of people in Australia and I decided to formulate my project on fish and marine life. Furthermore this project apprises children of various important points such as studying and managing the aquatic life and pondering over the habitat destruction of some fish species and also of their extinction. According to Chawla (2006) children will care more about the environment if they are acquainted with it sooner in their childhood hence the emphasis on, investigating and exploration of our environment through outdoor play. Children will get to learn ample vocabulary words. Through various figures and data in this unit of work where children will reflect on the number, ratio and percentage of fishes which are extinct and this relates to their Mathematics curriculum. The patterns and relationships between man and ecosystem will be explored under Science. Children are already aware how the ecosystem in one part can affect the ecosystem in another part which can be elaborated through “Blueback”. Most importantly this unit of work emphasise on identity, feeling of belongingness to a place and the need for sustainability. The student has provided a clear rationale for this project, supported by extensive discussion and related references. This is a very strong beginning to this assignment. Assignment 2 – Page 3: Mind map This will identify the big ideas, key concepts and potential lines of enquiry. Mind map provided clearly articulates the big ideas, concepts and lines of enquiry. It is clear and concise ad easy to read and understand the thinking. Mind Map BIG IDEAS KEY CONCEPTS LINES OF ENQUIRY Tribe/ Family ATSI History Dreamtime HISTORY ATSI- Heritage/Place Emotional Wellbeing Isolation Identity Culture Communication What am I learning? What are my rights? How do I communicate? What do I do with my family? What are my beliefs/traditions? Who am i? Where do I belong? Are we from the same world? How do I talk communicate with them? Assignment 2 – Project Outline Project Overview and Rationale Relates primarily to: Criteria 1: clear project planning focus on place, cultural identity and environment. Distinction: Clear professional and detailed analysis of place, cultural identities and the environment. Demonstrates clear links to BOSTES/EYLF and incorporates a range of experiences to meet these. UNITS OF WORK OVERVIEW AND RATIONALE: This unit of work is based on the main question “Is the Sea Safe?” and it is established on Tim Winton’s book “Blueback”. The reason for formulating this project was because the environmental issues are not as widely discussed in preschools or in early childhood settings (Davis, & Elliot, 2003) and so children are oblivious of the environmental issues. As responsible citizens children should acquire knowledge and participate in enhancing sustainability (Australian curriculum assessment and reporting authority, 2012). This book depicts his passion and interest for the environment and can be easily related to as it is situated in Western Australia. The concept of sustainability is reflected in his work and similarly in this project. This book is apt for all ages but is specifically beneficial for year 5-6. Student has provided an overview of the book, where it is set and what it is about – clear & concise. Another aim of this project was to to make children aware of the impact of human activities on environment (DEEWR, 2009, p 29) and develop their inquisitiveness about the world around them (BOSTES). It is well portrayed in the novel through the lifestyle of Abel and his mother who survived without McDonalds, shopping complexes, light, computer and only fishing for their meals and not for commercial purpose, taking care of the land by giving them back what they took from it. Student has clearly identified intent to teach children about human impact on the environment. Tim Winton believes that indigenous interaction with the environment is about treating the environment as a being and not as an object. Focus on friendlier fishing methods used by aboriginals over the modern is also depicted in the book, this is where the history curriculum centralizing on aboriginal’s relation with sea is honed in (see appendix1, fig1). Various activities such as diving, snorkelling and scuba diving is also mentioned which is a part of study of human society. Acknowledges Aboriginal & Torres Strait Islander historic practices for fishing Children divulge in learning through a range of texts such as spoken, digital and visual through the activities in this unit of work. Cutter – Mackenzie (2003, p. 191-192) believe that children should be able to learn which is far more important than the content. This project is taught intentionally through the use of both modelled play and open ended play (Edwards et al 2010). We are all aware that children’s time is consumed either indoors or at school (Elliot & Davis, 2009; Gill, 2004, Sobel, 2005) and so they have been distanced from the environment. Therefore, through some of the activities in this project I have highlighted the need for children to respect environment and advocated outdoor play (Elliott & Davis, 2009). Discussion is supported by appropriate referencing, theoretical approaches and in a range of mediums. I am a strong proponent of including children’s interests into the curriculum and since fishing is usually the favourite pastime of people in Australia and I decided to formulate my project on fish and marine life. Furthermore this project apprises children of various important points such as studying and managing the aquatic life and pondering over the habitat destruction of some fish species and also of their extinction. According to Chawla (2006) children will care more about the environment if they are acquainted with it sooner in their childhood hence the emphasis on, investigating and exploration of our environment through outdoor play. Children will get to learn ample vocabulary words. Through various figures and data in this unit of work where children will reflect on the number, ratio and percentage of fishes which are extinct and this relates to their Mathematics curriculum. The patterns and relationships between man and ecosystem will be explored under Science. Children are already aware how the ecosystem in one part can affect the ecosystem in another part which can be elaborated through “Blueback”. Most importantly this unit of work emphasise on identity, feeling of belongingness to a place and the need for sustainability. The student has provided a clear rationale for this project, supported by extensive discussion and related references. This is a very strong beginning to this assignment.